EQUIPMENT.
=15. Equipment.= In the following discussion, effort is made to suggest
type forms of equipment rather than to offer a complete treatise. The
equipment offered may be added to or reduced as the exigencies warrant.
While it is complete enough to do the work planned in the outline of the
course in woodworking as given herein, and lists everything necessary to
do the work in a most approved manner, it does not go to the extreme of
listing every tool that might be used in a cabinet shop. It lists every
tool that must be used for the work outlined.
While it lists an equipment for grammar school and another for high
school, the grammar school equipment with slight additions can be made
to serve the purpose of high school work just as well in communities
where the same equipment must serve for both.
THE GRADE SHOP. The best arrangement of benches and other equipment, so
far as completeness and convenience is concerned is that shown in Fig.
8. This is a floor plan of a grade school center. Montclair, N. J. An
extended teaching experience does not indicate any way in which this
arrangement could be improved.
We quote from a description of this shop which appeared in the April,
1911, MANUAL TRAINING MAGAZINE.
The shop shown in the accompanying illustration is one of six in the
town of Montclair, N. J., and what is said of equipment holds true of
the others. It is unique in that it is housed in a structure
especially built for the purpose. This shop measures 29 by 54 feet,
and, having windows on all sides, allows the arrangement of equipment
with but little reference to space or light. The equipment consists of
twenty-four single benches with the usual tools, and a few essentials
for simple metalwork. The benches are partially equipped with
rapid-acting vises, the old wooden ones being replaced as they wear
out.
The demonstration theater was designed for a class of twenty, but
larger classes have made twenty-five seats necessary. The
demonstration bench has both woodworking and machinist’s vises. It is
used also by students for such metalwork as comes in connection with
the shop projects. This bench is provided with drawers for tools and
compartments for sheet metals, etc.
The lumber rack was made by bolting five pieces of 4 × 4-inch chestnut
to the side wall, and inserting six 21-inch lengths of 1³⁄₄-inch gas
pipe in each upright. Such a rack is convenient, serviceable and
inexpensive.
[Illustration: FIG. 8
BELLEVUE AVE. SHOP--MONTCLAIR, NEW JERSEY]
T TEACHER’S ROOM
D DEMONSTRATION THEATRE
L LUMBER RACK
S SINK
F FINISHING BENCH
G GLUE BENCH
1 CASE FOR UNFINISHED WORK
2 EXHIBITION CASE
3 TEACHER’S DESK
4 SUPPLY CASES
5 OPEN SHELVES
6 GENERAL TOOL CASE
7 DEMONSTRATION BENCH
8 GRINDSTONE
The glue and finishing tables, not shown in the pictures, have zinc
tops, and are provided with drawers and compartments for keeping the
materials used. They provide the means for doing with cleanliness and
order what sometimes is a rather troublesome part of shopwork.
[Illustration: FIG. 9. INTERIOR OF GRAMMAR SCHOOL SHOP, MONTCLAIR, NEW
JERSEY.]
[Illustration: FIG. 10. LOCKERS FOR STORAGE OF UNFINISHED WORK, GRAMMAR
SCHOOL SHOP, MONTCLAIR, NEW JERSEY.]
The permanent exhibit case measures 20 inches by 5 feet 6 inches by 12
feet. It has adjustable shelves, glass doors, and is provided with the
same style of lock as are the general tool case, supply cases and
demonstration bench.
The cabinets for pupils’ unfinished work have been planned to meet the
problem of providing a satisfactory place in which a pupil can keep
his work from lesson to lesson. The first requirement of the shop
seemed a standard size locker; secondly, it must be adjustable to
provide for various sizes of projects; and lastly, local conditions
demanded a system which could be moved without difficulty. The idea
has developed into what is the most satisfactory system with which the
writer (Albert F. Siepert) has had experience, either as student or
teacher. A sectional case was designed which meets equally the needs
of all classes in the art and handwork department, whether they be
bookbinding, woodwork or sewing. Each section measures 20 in. by 24
in. by 36 in. The open case in the illustration shows the maximum
number of compartments, eight pupils to the section, each pupil having
a space 8¹⁄₄ in. by 10⁵⁄₈ in. by 18¹⁄₂ in. for his work. By removing
four or six of the upright partitions, the space may be given to four
or even to two pupils. Thus any piece of work up to 11 in. by 18¹⁄₂
in. by 34 in. can be kept out of the way and under lock and key.
Alternate sections are assigned to a class to avoid congestion and
confusion.
The cost of the building several years ago was $3,500. Local
carpenters built the demonstration theater, lumber rack, cabinets,
etc. The demonstration bench cost $27; the stain and glue tables
approximately $4.50 per running foot; and the cabinets for unfinished
work $12 per section.
=16. Size of Classes.= It should be noted that the building was planned
originally for twenty benches and that it now contains twenty-four.
Twenty benches ought to be the maximum number so far as the giving of
proper instruction is concerned. When more are given the instructor the
conditions for the most efficient work are not good. This problem of
accommodating twenty-four boys will have to be met, and may as well be
planned for just so long as school directors insist upon crowding fifty
pupils in the regular classroom when the teacher ought to have but
thirty-five or forty to do her best work. Then, too, it frequently
happens that a room contains more boys than girls. Some of these boys
might be sent to another and adjoining center. It is best to plan to
care for twenty-four boys, however, where the regular room enrolment
runs above average. In this case the dimensions of the building as given
in the preceding text should be changed. Enlarge the width of the
building by six feet. This will permit the placing of the extra
demonstration seats upon the platform and also allow sufficient floor
space near the lumber rack for cutting out stock, and about the
finishing table, etc.
In placing benches, plan to have the light enter over the back and the
left end of the bench. That is, when standing at his bench, the light
should strike the pupil in the front and left.
An amphitheater is very desirable both in the high school and the grade
school shop. In large classes it is a necessity. With small classes it
is possible to make use of desk stools arranged about a bench. Many
manual training centers, in fact, most manual training centers, do not
have the amphitheater. This is no argument against its desirability. It
simply means that the boys get but an imperfect understanding of the
demonstration and that their work must suffer accordingly.
=17. Lockers.= The locker problem is one that has been a source of
trouble. The arrangement described in connection with the description of
the Montclair shop is by far the best solution of this problem that has
come to the author’s attention. The extreme length of pieces that can be
accommodated is 34″. A few pieces will be longer than this. These can be
accommodated outside the locker or the locker sections may be planned
large, say 40″ in the clear.
The grindstone is best suited for pupils’ use in sharpening edge tools.
Where a small motor is used for power, it is very desirable to have a
small dry emery grinder for the use of the instructor. Ten dollars will
cover its cost and it will pay for itself quickly. It can be placed near
the grindstone.
Unless the centers have frequent delivery of lumber supplies, or if
there is no central cutting-up station, it may be found advisable to add
to the building described a small room for the storage of quantity
lumber with, possibly, a power saw in it.
=18. Bench and Tool Equipment for Grade Center.= The individual bench is
to be preferred to the two- and four-pupil bench. Aside from the fact
that the double benches are not conducive to good order and system, it
is next to impossible to get such benches to remain rigid without going
to an initial expense that would be sufficient to purchase the
individual bench. Unless they are rigid, it is an injustice to ask a boy
to return accurate work. The effect that violent work at one side of a
double bench will have upon fine or accurate laying out by some boy on
the other side of that bench is not difficult to imagine. The only
argument in favor of a double bench is economy of space. If space must
be economized, it is better to place the individual benches back to back
with just enough space between them to keep them from touching and thus
shaking each other.
The rapid-acting vise is desirable, if it is a good one. Some
rapid-acting vises now on the market are not as desirable as the old
fashioned continuous metal screw vise. A vise is in almost constant use
and should be most carefully investigated before being specified.
INDIVIDUAL EQUIPMENT.
Bench, open frame without drawer, glued up top 23 in. by 52
in. tool rack, rapid-acting vise, approximate cost $ 10.00
Jack-plane, Stanley or Bailey No. 5, each 2.09
Wooden mallet, Stanley No. 1 .13
Rule, Stanley No. 34 .17
Hammer, Maydole bell-faced claw, 13 oz. .50
Wing Dividers, P. S. W., 6″ .23
Chisels, socket firmer, Buck Bros., ³⁄₈″ and ³⁄₄″ both .83
Marking-gage, Stanley No. 62 .12
Try-square, Stanley No. 20, 6″ .21
Saw, Bishop Handy Saw, 12″, No. 9 .75
Swedish Sloyd Knife No. 7 .40
Bench Brush, No. 2A, Orr & Lockett .30
Bench-Hook .25
Chisel-Board .00
-----
Total $ 5.89
GENERAL TOOLS FOR 24 PUPILS.
6 Nailsets, cup pointed, assorted sizes, @ 10c. $ .60
6 Try-squares, Stanley No. 20, 12″, @ 36c. 2.16
3 Turning-Saws and Frames, 18″, @ $1.00 3.00
6 Spokeshaves, Bradshaw and Field or Stanley No. 84, 2¹⁄₂″,
nut adjusted @ 59c. 3.54
3 Gouges, 1″, No. 8, outside bevel, Buck Bros., @ 43c. 1.29
2 Ratchet Braces, Barber No. 33, 8″ sweep, @ $1.45 2.90
2 Plain Braces, Barber No. 13, 8″ sweep, @ $1.08 2.16
3 Crosscut-saws, Bishop No. 89, 22″, 10 pt., @ $1.55 4.65
3 Rip-saws, Bishop No. 89, 24″, 8 pt., @ $1.65 4.95
2 Planes, Jointer 22″, Bailey No. 7 or Stanley, @ $3.03 6.06
2 Rose head Countersinks, Buck Bros., @ 23c. .46
2 Screwdriver bits, Buck Bros., @ 17c. .34
4 Screwdrivers, 4″ blade, fluted handle, @ 25c. 1.00
2 Auger-bits, 1¹⁄₄″, R. J., @ 80c. 1.60
4 Auger-bits, 1″, R. J., @ 60c. 2.40
2 Auger-bits, ³⁄₄″, R. J., @ 50c. 1.00
4 Auger-bits, ¹⁄₂″, R. J., @ 35c. 1.40
4 Dowel-bits, ³⁄₈″, R. J., @ 27c. 1.08
4 Dowel-bits, ¹⁄₄″, R. J., @ 27c. 1.08
4 Dowel-bits, ³⁄₁₆″, Morse, @ 12c. .48
1 T-bevel, Stanley No. 18, 8″, @ 44c. .44
1 Monkey Wrench, Coes, 8″, @ 50c. .50
1 Pair Combination Pliers, 6″, @ 40c. .40
2 Combination India Oilstones, 6″ × 2″ × 1″, in iron boxes,
@ $1.00 2.20
1 Oil-can, ¹⁄₄ pt., @ 18c. .18
6 Handscrews, No. 812, @ 40c. 2.40
2 Steel Bar Carpenter Clamps, 2¹⁄₂ ft., @ $1.69 3.38
1 Set Steel Figures, ³⁄₁₆″, @ $1.88 1.88
1 Shellac Can, 1-qt. .78
1 Kerosene Glue Heater, 2-pts. 1.50
1 Steel Framing-Square 1.00
200 Individual plane-irons, @ 25c. 50.00
6 Coping-saws with Blades, @ 25c. 1.50
2 Brad-awls, @ 15c. .30
2 Scribe-awls, @ 15c. .30
-------
List price $108.83
SUMMARY.
24 Benches, @ $10.00 $240.00
1 Demonstration Bench 27.00
25 Sets of Tools, @ $5.89 147.25
General Tools 108.83
-------
List price $523.08
-------
Less 10% $470.68
This estimate does not include lockers, shelving, machinery, etc. The
cost of lockers, shelving, etc., can be roughly estimated by noting the
price per foot as given in the description of the Montclair shop. A
grindstone with motor power can be purchased for $30.00 for stone and
$60.00 for motor.
Where the instructor must do much grinding, a No. 101 Cortland Corundum
Wheel Co. Grinder, cost with tool rest and two grinding wheels complete
ready to belt $10.00, will be found an extremely satisfactory
investment.
Where power is not obtainable a Pyko Peerless Dry Emery Grinder, cost
$6.00 with tool rest attachment, will give excellent service. It cuts
much more rapidly than a grindstone and is therefore not so tiring on
the one who turns it.
In justice to other makers of tools it must be explained that the
mentioning of the firm names is due to the fact that indefinite
specifications are worthless. There are other tools as good as those
named, some of which are preferred by some manual training men to those
mentioned. Those mentioned are first class in every respect and will
serve to give the dealer an idea of the class of goods you want. It will
be for the purchaser to see that he gets equal quality. By all means,
avoid the poor grade tool whatever its price. Were it not for limited
space the author would like to list other makers of first class tools.
If one is not conversant with the different brands let him consult some
of his mechanic friends.
The prices given are list price for 1911-12, Chicago. A discount of at
least 10 per cent. will be allowed for quantity purchase.
=19. Individual Tools.= The individual plane-iron is not absolutely
necessary. It is very desirable since the plane is in constant use. To
make use of the same irons class after class is unjust to the good
worker. He will spend a good part of the period getting his iron in
condition only to find when he comes again the next week that it all has
to be done over again. It puts a premium on slovenliness. True, the same
argument holds for the chisels, and it would be well if individual
chisels could be provided. The chisel is not used nearly so much as the
plane-iron and can, therefore, be used in common much better than the
plane-iron.
No machinery for cutting up stock, is included in the estimate. In most
cities the high school machinery can be used for this purpose. According
to the course outlined, there will be little stock cutting by machinery
required. What little there is might well be done as “busy work” by the
more rapid workers thruout the year. Such stock could be stored away
until needed.
=20. Equipment for Mechanical Drawing, Grade Center.= Since the teacher
of woodworking must also be the teacher of mechanical drawing in the
grade center, no special room for drawing is advisable. With the first
twelve weeks devoted to drawing, the woodworking benches can be used as
drawing tables, the woodworking tools not being placed until all the
drawing work is completed. When the shop is properly cleaned during the
summer vacation there is no reason for its not being kept as clean as
any special drawing room during the drawing period of twelve weeks. The
benches should be scraped clean and shellaced.
A blackboard is needed for both drawing and woodwork and may as well be
placed in the woodworking shop.
For the most efficient presentation of drawing there will need to be
plenty of blueprints or plates from which the student may work. These
must be so well executed, as to technique, that the pupil will have
before him only the best as models. No one would think of placing before
the writing class other than the best models of style and execution in
penmanship, yet it is not infrequent to find mechanical drawing students
copying from blueprints that are far below standard as to excellence.
In presenting the problems, models will be found of very great help to
the student in his efforts to interpret the conditions. Too much
dependence should not be placed upon models in the work of older pupils.
INDIVIDUAL EQUIPMENT.
Drawing-boards, 16″ × 22″, basswood, each $ .70
T-squares, 22″, plain blade, fixed head, each .20
45° Triangle, 8″ each .16
30°-60° Triangle, 10″, each .15
Desk Stool, 24″, rubber tipped, each 1.25
------
Total $ 2.46
------
Total for 25 sets, less 10% $55.45
There will be needed in addition to the above a knife, scale, compass,
and sandpaper block. The knife and rule used in the woodwork will serve
equally well in the drawing. The sandpaper blocks or pencil sharpening
blocks can be made in the shop.
In connection with these blocks, it will be found expedient to have them
so fastened to the bench that pupils cannot get them on top of the bench
in sandpapering a point on the pencil. This can be done by fastening the
block to the bench with a screw in such a way that it can be revolved
from under the top of the bench when wanted. Otherwise beginners will
have the bench top and then drawings covered with the fine lead of the
pencil.
In getting equipment avoid “baby” sets. A taboret drawing, to be well
made, must be on a scale of ¹⁄₄″. This, with marginal lines will mean a
paper of 12″ by 18″.
PERSONAL EQUIPMENT.
Excelsior or Eagle Pencil Compass.
Pencil, Dixon Manual Training, 2H.
Eraser, Ruby Pencil.
Envelope for holding drawings.
Thumbtacks, two.
The personal equipment to be uniform should be purchased by the school
and sold to the pupils.
While this personal equipment may be kept in the woodworking lockers,
some instructors prefer to have a special case of drawers to hold the
drawing envelopes, and blocks of wood with suitable holes for holding
the pencils, erasers, and tacks, monitors being appointed to look after
them.
The paper used need not be as expensive as that of the high school where
problems are to be inked. A manilla paper such as is used in the regular
or freehand drawing classes will answer admirably and can then be
provided by the school. Such paper is usually purchased in sizes 12″ by
18″ and 9″ by 12″. The former is the desired size for the eighth grade
work and the latter for the seventh grade. A 6″ by 9″ size will be found
suitable for stock bills, where printed blanks are not to be provided.
In the matter of paper, it is possible to practice economy without
detracting from the drawing. All that are not wanted at the close of the
year should be kept and the reverse sides made use of where experimental
penciling is required.
Drawing equipment will be stored when woodwork is begun.
=21. High School Joinery Shop.= The general plan of the wood shop for
the high school will depend so greatly upon its relation to other shops
in which wood is worked that the most that can be hoped by discussing it
is that the plan offered may offer a starting point from which to work.
In some communities the one shop will be all that is needed both for
cabinet work, first year joinery, and pattern-making with, possibly,
wood-turning. In other communities the number of students taking the
work may warrant separate shops with full machine equipment for each. In
still others it may be advisable to have adjoining shops but still
necessary to make use of the same machinery. Some schools plan to have
all the classes in one big room, sometimes having as many as seventy
boys with three instructors. If this latter plan is followed, tho it is
not advised, there should certainly be provided an adjoining
demonstration room where the instructors may talk to the boys without
the competing noises of other classes.
Fig. 11 is a suggestive sketch. It provides for lockers similar in
make-up to those discussed in connection with the grammar school.
[Illustration: FIG. 11. SUGGESTED FLOOR PLAN FOR HIGH SCHOOL SHOP.]
1. GLUE TABLE
2. GRINDSTONE
3. BAND SAW
4. JIG SAW
5. LOCKERS FOR UNFINISHED WORK
6. WALL RACKS
7. FINISHING TABLES
8. TEACHER’S DESK
9. TOOL AND SUPPLY CASES
10. EXHIBIT CASE
11. LUMBER RACKS
12. CUT-OFF SAW AND TABLE
13. CIRCULAR SAW
14. PLANER
15. JOINTER
16. INDIVIDUAL LOCKERS
17. GRINDER
General tools are to be kept in a tool room which may be placed in
charge of a student assistant. Each boy is then to be provided with
metal checks. When a tool is asked for the assistant will hang the
student’s check in the place of the tool taken out. Upon the return of
the tool the check will be returned.
First year students may be safely taught to use the band-saw and
jig-saw, with proper safe guards about the former. Other machines are
best kept in a separate room.
Since high school pupils ought to be taught how to apply more difficult
finishes, such as rubbed varnish, than those taught in the grammar
schools, a special room will be necessary in order to avoid the shop
dust. This room should be made fire proof, if possible, and should have
racks about the walls upon which to place work being finished.
=22. High School Bench and Tool Equipment.= The benches for the use of
high school pupils are best when of the cabinet type having drawers
below in which each student may keep his individual edged tools. Such a
bench with drawers enough to accommodate all the boys that will be able
to make use of the bench during the day, with a hinged or revolving
board upon which may be fastened the general tools that belong to that
bench will cost approximately thirty dollars. This includes a first
class rapid-acting vise. The individual bench in the high school is as
desirable as it is in the grades.
Where a high standard of technique is to be demanded of the pupils, the
following tools should be added to those specified for the grammar
school bench equipment:
INDIVIDUAL TOOLS.
Smooth-Plane, 1³⁄₄″ cutter, 8″ long, Stanley $1.66
Jointer-Plane, 2³⁄₈″ cutter, 22″ long, Stanley 3.03
Screwdriver, 6″, Stanley .35
T-Bevel, 6″, Stanley .40
Combination India Oilstone, 1″ × 2″ × 6″ 1.10
Oil-Can .18
Crosscut-saw, 20″, 10 pt., Bishop No. 89 1.40
Rip-saw, 22″, 8 pt., Bishop No. 89 1.55
Spokeshave, 2¹⁄₂″ blade, Bradshaw and Field .57
In place of the Bishop Handy Saw specified in the grammar school list,
substitute Bishop No. 8 Backsaw, 10″, cost 94c.
Provide for each drawer, that is, provide each boy with the following:
Chisel, 1″, bevel edged, firmer socket, Buck Bros. $ .57
Chisel, ¹⁄₄″, bevel edged, firmer socket, Buck Bros. .41
Chisel, ³⁄₈″, socket mortise, Buck Bros. .40
Plane-iron for Jointer .29
Plane-iron for Jack-plane .25
Plane-iron for Smooth-plane .23
Spokeshave-iron .15
Sloyd knife, 2⁵⁄₈″ .40
This list presupposes that the mortising of the first year will be done
by chisel alone, no boring. If mortises are to be bored first, it will
be advisable to equip each bench with a Barber’s 8″ ball bearing brace,
cost $1.45.
In addition to the general tools specified for the grammar school, make
the following changes and additions:
GENERAL TOOLS.
Omit the rip- and crosscut-saws.
Omit the plain braces in case the bench is so equipped.
Omit handscrews and clamps, and glue heater.
Add 1 doz. Handscrews, No. 812, cost each 40c.
Add 2 doz. Carpenters’ Clamps, wood bar, 2-ft., @ 85c.
Add 1 doz. Carpenters’ Clamps, wood bar, 4-ft., @ 95c.
Add 1 Set Steel Letters, ³⁄₁₆″, @ $1.88.
Add 1 Steam Glue Heater, O. & L. No. 9, @ $9.50.
Add 2 Draw-Knives, 8″, L. & I. J. White, @ 65c.
Add ¹⁄₂ doz. Steel Cabinet Scrapers, @ 10c.
Add 1 Set Auger-Bits in box, R. J. @ $4.00.
MACHINERY.
For the highest type of work the following machines should be placed at
the disposal of the first year high school classes:
Grindstone.
Scroll or Jig-saw.
Band-Saw.
These machines should have proper safety devices and should be placed
where they will be under the immediate observation of the instructor.
Machines for woodworking vary so greatly in price and desirability that
it is not thought wise to specify any particular make. Only the
experienced man will be called upon to equip with machinery and such an
one will have the information necessary to make the purchase.
For the second year, or optional cabinet work, there should be placed at
the disposal of the students, and they should be taught their use, the
following machines in addition to those specified for the first year
work:
Circular-Saw.
Machine Jointer.
Planer.
Boring Machine and Mortiser.
Trimmer.
It is possible so to arrange these machines that the circular-saw and
planer may be used in getting out stock for other classes. The floor
plan given contemplates such use.
EQUIPMENT FOR HIGH SCHOOL MECHANICAL DRAWING.
A special room should be provided for the teaching of high school
mechanical drawing.
A north light is best and the tables should be so placed that the light
may come upon the board from in front and the left. If artificial light
must be used, employ the inverted system.
[Illustration: FIG. 12. TABLE FOR MECHANICAL DRAWING.]
Tables have much to commend them over the pedestal. They are easily
swept around and keep a room looking orderly. Fig. 12 shows a type of
table that is commendable. On the left are drawers for keeping the
students’ instruments. On the right is a drawer for keeping general
equipment that is used by the boys in common. Below this drawer is the
cabinet for holding the drawing-boards. These boards are so locked that
only the board belonging to the boy with the key can be released. Such a
table with a top 24″ by 48″ and 41″ high will cost $30, list price.
Estimate for individual equipment will be as follows:
TABLE EQUIPMENT.
1 Table $30.00
1 Stool 3.50
5 Boards, of size to fit cabinet, @ $1.50 7.50
5 Sets Instruments, German Silver, @ $5.00 25.00
1 Scale, @ 38c .38
1 T-square, 24″, celluloid lined 1.50
1 45° Triangle, 8″, celluloid .48
1 30°-60° Triangle, 10″, celluloid .48
1 French Curve, .20
1 Bottle Ink .25
------
Total $69.29
PERSONAL EQUIPMENT.
Sheets Paper.
Heavy Manilla Envelope for holding drawings.
Thumbtacks.
Eraser.
Pencil, hard, 4H.
Pencil, soft, H.
GENERAL EQUIPMENT.
1 Roll Blueprint Paper, (not to be purchased until ready to be used).
1 Blueprinting Frame, 18″ by 24″.
1 Roll Tracing Cloth.
Blackboard Triangles, Straight-edge, Compass.
There will also need to be cases in which to file the envelopes in which
the students keep their completed drawings. If much blueprinting is to
be done, there should be a suitable room with sink and running water.
Where models are used, there should be a case for storing them when not
in use.
Practice varies greatly as to the amount of material provided by the
school. Some schools require the pupils to furnish their own
instruments, as well as paper and other supplies. The advisability of
requiring much or little will have to be determined by the social
conditions of the community it is intended to serve.
PART II.
LESSON OUTLINES.
CHAPTER VI.
LESSON OUTLINES FOR GRADE VII.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 1.=
INTRODUCTORY TALK--
The purpose of manual training.
Explanation of signal bells--beginning, five minute rest, closing.
Regulations concerning drinking fount, lavatory, toilet.
Responsibility for tools; care of bench top.
Shop deportment. To and from shop.
Ownership of finished work.
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 2--
_Essentials of Woodworking_, Appendix III, Sections 1 and 4.
DEMONSTRATION--
The essential points in making Introductory Drawing.
Instruments, lines, angles, lettering.
Sharpening pencil--sandpaper.
WORK--
All pupils begin Introductory Drawing.
NOTE:--Copies of drawings from which pupils are to work should be in
the hands of the pupils while demonstration is being given.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 2.=
RECITATION--
Working vs. perspective drawings?
Drawing instruments (T-square, etc.) How held?
Kind of lines (vertical, oblique, etc.) How drawn?
Angle defined. How measured? Does extending the sides change the
value?
The angles of the triangles? How avoid inaccuracies at the vertex in
drawing?
How many degrees in a circle? In the sum of the angles about a point?
How would you draw an angle of 75 degrees?
The order of procedure in putting on border and cutting lines?
Why have a cutting line?
Letters and figures, how proportioned? (Test pupils at black board.)
After the proportions are once learned, how lay out for lettering?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 3--
_Essentials_, Appendix III, Sections 2 (relating to scale), 3, and 6.
DEMONSTRATION--
The essential points in making Drawing for Woodwork Group I.
(Cutting-board.)
Order of procedure; scale; blocking out; placing and spacing views;
simple dimensioning.
WORK--
Complete Introductory Drawing.
Make drawing for Woodwork Group I.
Rapid workers measure, draw, and dimension three views from a
rectangular block. (Blocks used in the study of woods.)
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 3.=
RECITATION--
Scale? Figures on the drawing vs. size of the drawing.
Projection and relation of views--The four principles developed.
Order of procedure--Determining the size and spacing; blocking out
vertically; horizontally; dimensioning; lettering; inking; if not to
be inked?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 4--
_Essentials_, Appendix III, Section 2. (That part relating to lines,
etc.)
DEMONSTRATION--
The essential points in making Drawing for Woodwork Group II.
(Counting-board, key-rack, hat-rack.)
Foreshortening.
WORK--
Complete drawing for Woodwork Group I.
Make drawing for Woodwork Group II. Counting-board.
Rapid workers make another drawing in Group II.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 4.=
RECITATION--
The conventions--Seven kinds of lines--how made and their meanings?
What part of a mechanical drawing is made freehand?
A broken view? Why used?
Section drawing? Cross-hatching?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 5--
_Essentials_, Appendix III, Section 5.
DEMONSTRATION--
The essential points in making Geometric Sheet.
Circles.
WORK--
Make the geometric drawing first.
Complete unfinished drawings for Woodwork Group II.
Rapid workers make other drawings for this latter group.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 5.=
RECITATION--
The hexagon? How made?
The six point star?
The octagon?
The ellipse?
ASSIGNMENT FOR LESSON 6--
Review _Essentials_, Sections 1, 2, 3, 4, 5, 6 in Appendix III.
DEMONSTRATION--
The essential points in making drawings for Woodwork Group III. (Ring
toss, game-board, laundry-register, spool-holder.)
Hidden edges.
WORK--
Complete drawings for Woodwork Group II.
Make drawings for Woodwork Group III.
Rapid workers make other drawings in Group III.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 6.=
RECITATION--
Perspective vs. working drawing?
Instruments, their uses?
Scale drawing?
Seven kinds of lines? Their meanings?
The freehand part of a mechanical drawing?
Broken view?
Cross-section? Cross-hatching?
Four principles of projection?
Spacings of letters and figures?
Hexagon? Octagon? Six point star? Ellipse?
Order of procedure in making mechanical drawing?
ASSIGNMENT FOR LESSON 7--
_Essentials_, Introduction, and Section 25.
DEMONSTRATION--
The essential points in making drawings for Woodwork Group IV.
(Sleeve-board, bread-board, cake-board, scouring-board, coat-hanger.)
Center and section lines, cross-sections, tangents, points of
tangency, dimensioning circles.
WORK--
Complete drawings for Woodwork Group III.
Make drawings for Woodwork Group IV.
Rapid workers make other drawings in Group IV.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 7.=
RECITATION--
Sharp, clean tools, why?
Care of bench top?
Care of tools not in immediate use?
Some of the more important results in manual training?
Take a rectangular block and name the terms used, length, etc.
Grain? “Against the grain?”
Face side, face edge? Other names? How and where marked? Why?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 8--
_Essentials_, Sections 52, 53.
DEMONSTRATION--
The essential points in grinding plane-iron.
The essential points in making drawings for Woodwork Group V.
(Polish-box, knife-box, bird-box, nail-box, broom-holder, bench-hook.)
WORK--
Complete drawings for Woodwork Group IV.
Make drawings for Woodwork Group V.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 8.=
RECITATION--
Grinding tools? Why?
How is chisel held? Angle depends upon what? How much?
Why move tool across the stone?
The effect of frequent change of angle?
Why turn the stone toward the tool?
Why use water on the stone?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 9--
_Essentials_, Sections 54, 55.
DEMONSTRATION--
The essential points in whetting plane-iron or chisel.
WORK--
Complete drawings for Woodwork Group V.
Make other drawings for Woodwork Group V.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 9.=
RECITATION--
Two kinds of oilstones? Advantages of manufactured stones?
Advantages and disadvantages of coarse and fine stones?
Why use oil on stones?
How avoid wearing a stone uneven? How level an uneven stone?
Explain fully how to sharpen a chisel?
How tell when tool is at the correct angle?
The movement, and caution?
Explain fully cause and removal of wire edge?
How get a still keener edge?
Whetting a gouge? Use of slipstone?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 10--
_Essentials_, Sections 56, 57.
DEMONSTRATION--
Testing chisel or plane-iron for sharpness.
The essential points in making out stock bills.
WORK--
Complete unfinished drawings for Woodwork Group V.
Make out stock bills for drawings made of Woodwork Group V.
Rapid workers make out bills for other groups.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 10.=
RECITATION--
How is a plane-iron sharpened? Why round the corners? How shape the
iron for general use?
Explain fully how to tell whether a tool is sharp or not?
Caution in making the test?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 11--
_Essentials_, Sections 20, 21, 22, 23.
DEMONSTRATION--
The essential points in figuring stock bills.
WORK--
Complete making out of stock bills for Woodwork Group V.
Figure stock bills for Group V.
Rapid workers figure other bills.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 11.=
RECITATION--
Jack-plane; its length, shape of cutting edge, use? How remove the
hollows? Shape of blade for manual training use?
Smooth-plane; length, use, shape of blade? Setting of the cap iron for
fine work?
Jointer; its use? Advantage over short plane for this purpose?
Fore-plane; use, shape of iron?
Block-plane; its length, use? How do its adjustments differ from those
of the ordinary plane?
Is the block-plane always necessary for planing ends? When not?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 12-- _Essentials_,
Sections 1, 2.
DEMONSTRATION--
The essential points in using try-square and marking faces.
The essential points in modifying outline and designing decoration for
some one of the following: Letter-holder, thermometer-back,
calendar-back, bill-file, handkerchief-box, glove-box or any other
simple piece involving no new processes.
WORK--
Instructor assign one of the above projects and pupils modify the
outline and decorate. Each pupil make at least three sketches
carefully and submit to instructor.
Rapid workers will finish any past work that is unfinished.
GRADE VII.
(MECHANICAL DRAWING)
=Lesson 12.=
RECITATION--
The unit of measure in woodwork?
Rules and their markings?
How placed on the material? Consecutive measurements?
Finding the middle of a piece without computation?
Dividing a piece into any number of equal parts?
Try-square? Name the parts. Rough usage?
Three uses? Illustrate.
Sliding or scraping with try-square?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 13--
_Essentials_, Sections 18, 19.
DEMONSTRATION--
The essential points in putting plane parts together, adjusting.
WORK--
Finish any unfinished work of last lesson.
Make full size pattern of designed part of last lesson and fill in
decorative design.
Finish any unfinished stock bills.
GRADE VII.
(WOODWORKING GROUP I.)
=Lesson 13.=
RECITATION--
Planes? Four kinds? Material of which made?
Name and point to the 16 parts of the iron plane.
Plane-iron and cap-iron fastened together how?
Purpose of cap-iron?
Fastening the irons in the throat of the plane?
Adjustment of irons?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 14--
_Essentials_, Sections 26, 28, 31.
DEMONSTRATION--
The essential points in squaring up mill-planed stock.
No definite dimensions but to be square and as large as stock given
will make.
Face marks; edge planing; end planing; tests.
WORK--
Set and adjust planes.
Square up Cutting-Board stock, Woodwork Group I.
GRADE VII.
(WOODWORKING GROUP II.)
=Lesson 14.=
RECITATION--
Planing?
Selection of faces? Planing against grain? Kind of shavings? When
planes are not in use?
Position at bench?
Starting stroke? Finishing? Feathering shaving? Backward stroke?
Edge planing?
Preliminary sighting with eye?
Plane to be used? Effect of not keeping full length on edge?
How to remove a high arris?
Tests for an edge?
End planing?
Explain fully.
Tests?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 15--
_Essentials_, Sections 5, 14, 29, 32.
DEMONSTRATION--
The essential points in squaring up mill-planed stock to definite
dimensions. Gaging, measuring length, etc.
WORK--
Finish cutting-board.
Begin Group II. Counting-board.
NOTE:--Chamfering comes after laying out and boring and will be
demonstrated later.
GRADE VII.
(WOODWORKING GROUP II.)
=Lesson 15.=
RECITATION--
Marking-gage? Four parts named? Its use?
The spur? How sharpened? How far project?
Setting the gage? Illustrate.
Position of hand in gaging wide and narrow boards? Kind of lines?
Back-saw? Name the parts.
Explain the position of the hands and the motions in sawing.
Location of the kerf with reference to the line?
Finishing second edge? Tests?
Finishing second end. where definite length is to be obtained?
(Measuring, lining, etc.)
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 16--
_Essentials_, Sections 36, 38, 43, 44, 45.
DEMONSTRATION--
The essential points in laying out counting-board and finishing it.
Dividing the piece into four equal parts, gaging, measuring, lining.
The size of bits, inserting bits, sighting, thru boring. Numbering the
holes. Chamfering.
Shaping the pegs.
WORK--
Continue the counting-board, laying out, boring, chamfering,
numbering, making pegs.
Rapid workers begin hat-rack or key-rack.
GRADE VII.
(WOODWORKING GROUP II.)
=Lesson 16.=
RECITATION--
Brace or bitstock? Name the parts.
Ratchet brace? Special uses?
Inserting a bit?
Auger-bit? Six parts and their uses?
Bit sets? Sizes and number?
How tell the size of a bit?
How tell when a bit is boring properly?
Thru boring?
How lay out a chamfer?
How work a chamfer?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 17--
_Essentials_, Sections 37, 39, 42.
DEMONSTRATION--
The essential points in laying out and working hat-rack and key-rack.
Locating and attaching hooks, etc.
WORK--
Finish unfinished work and then begin either coat and hat-rack or
key-rack.
GRADE VII.
(WOODWORKING GROUP III.)
=Lesson 17.=
RECITATION--
Center-bit?
Drill-bit? Used for what? Caution? Why and how make a seat?
Gimlet-bit? Its use?
Brad-awl? Used for what and how?
The advantages of patent spiral screwdrivers and automatic drills?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 18--
_Essentials_, Sections 27, 30, 34. Memorize 34.
DEMONSTRATION--
The essential points in squaring up rough stock.
Surface leveling, winding-sticks, their use, gaging to thickness, etc.
WORK--
Complete unfinished counting-boards.
Begin either ring-toss or game-board.
GRADE VII.
(WOODWORKING GROUP III.)
=Lesson 18.=
RECITATION--
Planing first broad surface level or true? What is a true surface?
Which side is to be selected?
Three preliminary tests with eye and try-square?
Caution when a definite thickness is to be obtained?
The manner of testing a surface for trueness with straight-edge only?
The manner of testing a surface for trueness with winding-sticks and
straightedge? Of what advantage are the sticks?
Explain fully how you would proceed to level a surface which has two
corners diagonally opposite high with reference to the center and the
other two low with reference to the center.
Finishing the second side? What indicates the proper stopping place in
planing the second side? What is the test? Why no other tests as in
first surface?
State the six steps taken in squaring up rough stock.
What ones of these are modified in planing mill-planed stock? Why?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 19--
_Essentials_, Sections 11, 12, 13.
DEMONSTRATION--
The essential points in ripping and crosscut-sawing at the bench,
explaining the reasons for the two kinds of saws.
WORK--
Continue the work of Group III.
GRADE VII.
(WOODWORKING GROUP III.)
=Lesson 19.=
RECITATION--
Name two kinds of saws and five parts to each.
Meaning of the number on the blade at the heel?
Set? Why, and how? Amount for dry and wet lumber?
Rake or pitch? What is meant and upon what does the amount depend?
Sawing? Holding saw, index finger? Angle of cutting edge? Starting
stroke? Position of thumb of left hand? Kind of strokes and pressure?
Guiding the saw? How? Caution? Sawing in vise, how get angle?
How and why oil sides of saw?
Crosscut-saw? Cutting edges of teeth where and why? Pitch?
Rip-saw? Shape of teeth? Why?
How tell a rip-saw from a crosscut-saw?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 20--
_Essentials_, Sections 40, 45, 64.
DEMONSTRATION--
The essential points in laying out ring-toss and marble-board, boring
to depth, countersinking, making or cutting dowel to length and
shaping top end, sandpapering with block, use eraser for pencil work.
Put waste sandpaper in the box for future use in wood-finishing, grade
8. Never sand without permission. Glueing and fitting dowel.
WORK--
Continue ring-toss and game-board.
GRADE VII.
(WOODWORKING GROUP III.)
=Lesson 20.=
RECITATION--
Countersink-bit? Its use?
Boring to depth? Fully. Where many holes of the same depth are to be
bored?
Sandpapering? When and when not?
Purpose of sandpaper block? How place the paper on it?
When are arrises sanded and why?
Curved surface sanding?
Numbers on the back of a sheet of sandpaper?
Sanding joints? Why not?
What is to be done with worn sandpaper?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 21--
_Essentials_, Sections 3, 9, 10.
DEMONSTRATION--
The essential points in cutting out stock.
WORK--
Continue Group III.
Beginning at this point, pupils are to cut out their own stock from
boards S-2-S.
GRADE VII.
(WOODWORKING GROUP IV.)
=Lesson 21.=
RECITATION--
Framing-square? Two parts named? Its uses? What tables on blade and
tongue?
Name five parts to the dividers.
Three uses for dividers?
Explain fully how you would set dividers? To a radius of 2″.
How are the points sharpened and why lean the top forward in marking?
Where are pencil lines better than knife lines? Why? How are they best
removed?
Laying out rough stock if the edge of the board is fairly straight?
If not straight, how?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 22--
_Essentials_, Sections 6, 15, 59, 60.
DEMONSTRATION--
The essential points in laying out and working sleeve-board and
bread-board. Stock is S-2-S. Caution about smoothing broad surfaces
only, not leveling, thickness being more important here than true
plane surface.
WORK--
Complete any unfinished work, then begin Group IV.
GRADE VII.
(WOODWORKING GROUP IV.)
=Lesson 22.=
RECITATION--
Pencil-gage? How made? When and where used?
Illustrate another way of pencil-gaging.
Turning-saw? Its use? Name three parts.
Why two handles? Caution about setting them?
Illustrate manner of holding the saw. Caution about holding the blade
with reference to the surface of the wood.
How cut enclosed curves with this saw?
Why not saw accurately to the line? How remove the waste?
Spokeshave? Five parts?
For what and how used? Kind of shavings?
How adjusted?
Explain how to lay out for a curved edge? How to work it?
Sandpapering curved edges?
ASSIGNMENT FOR LESSON 23--
_Essentials_, Sections 16, 17, 24. (Informational).
DEMONSTRATION--
The essential points in laying out and working the scouring board and
coat-hanger.
WORK--
Continue Group IV.
GRADE VII.
(WOODWORKING GROUP IV.)
=Lesson 23.=
RECITATION--
Compass-saw? Especial use? Caution?
Saw-filing? Four steps? Reasons for each? The parts of the saw-set?
The old wooden planes? Why have they been displaced?
How are they adjusted? How are the wedges withdrawn in jack-plane and
smooth-plane?
ASSIGNMENT FOR LESSON 24. (Informational)--
_Essential_, Sections, 4, 7, 8.
DEMONSTRATION--
None.
WORK--
Continue Group IV.
GRADE VII.
(WOODWORKING GROUP V.)
=Lesson 24.=
RECITATION--
Bevel? Name the three parts.
To what angles can it be set?
How set to 45 degrees? Three ways.
How set to 30 and 60 degrees?
Slitting-gage? Mortise-gage?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 25--
_Essentials_, Sections 62, 65, 66.
DEMONSTRATION--
Explain the manner of working duplicate parts. Gaging like widths,
Marking off like lengths, Testing different parts in relation to one
another.
WORK--
Begin Group V after completing Group IV.
GRADE VII.
(WOODWORKING GROUP V.)
=Lesson 25.=
RECITATION--
How proceed where there are two or more like parts?
The aim in handling the different tools in duplicate work?
Illustrate.
Hammers? Two kinds? Advantages and disadvantages? Three parts?
How hold the hammer? Illustrate.
Nails? How made originally? Forged and cut?
How are wire nails made?
Two classes, three kinds of nails? Differences?
History and meaning of 10-penny, etc.?
How else are nails sold?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 26--
_Essentials_, Sections 67, 68, 69.
DEMONSTRATION--
Nailing position, and withdrawing nails; setting nails.
WORK--
Group V.
GRADE VII.
(WOODWORKING GROUP V.)
=Lesson 26.=
RECITATION--
What caution is necessary in starting cut nails?
Explain position in nailing and give reasons?
Why not set nails with the hammer in cabinet work? How use the
nailset? Illustrate the position.
Withdrawing nails?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 27--
_Essentials_, Sections 41, 70, 71, 72.
DEMONSTRATION--
Explain boring for screws, countersinking, use of screwdriver-bit.
WORK--
Group V.
GRADE VII.
(WOODWORKING GROUP V.)
=Lesson 27.=
RECITATION--
Screwdriver-bit? Its advantage over screwdriver? How is it kept from
jumping out of groove in screw head?
What about the old style screwdriver?
Screws? How made and sold?
Size is designated how?
The difference between gage for wire for screws and nails?
Two kinds of screws? Blued screws are how colored?
How are the parts prepared for fastening in hard wood? In soft wood?
ASSIGNMENT FOR LESSON 28--
_Essentials_, Review Chapter I.
DEMONSTRATION--
Order of procedure in assembling the various boxes. Placing the bottom
and truing the frame.
WORK--
Group V.
GRADE VII.
(WOODWORKING GROUP V.)
=Lesson 28.=
RECITATION--
Instructor will place six questions on the blackboard, selected from
Chapter I _Essentials of Woodworking_. Pupils answer five in writing.
ASSIGNMENT FOR LESSON 29--
_Essentials_, Review Chapter II.
DEMONSTRATION--
None.
WORK--
Group V.
GRADE VII.
(WOODWORKING GROUP V.)
=Lesson 29.=
RECITATION--
Instructor will place six questions on the board, selected from
Chapter II, _Essentials of Woodworking_. Pupils will answer five in
writing.
ASSIGNMENT FOR LESSON 30--
_Essentials_, Review Chapter III.
DEMONSTRATION--
None.
WORK--
Group V.
GRADE VII.
(WOODWORKING GROUP VI.)
=Lesson 30.=
RECITATION--
Instructor will place six questions on the board, selected from
Chapter III, _Essentials of Woodworking_. Pupils will answer five in
writing.
ASSIGNMENT FOR LESSON 31--
_Essentials_, Section 152.
DEMONSTRATION--
The essential points in laying out and working woodwork for the design
problem of Group VI.
WORK--
Complete Group V, then begin VI.
GRADE VII.
(WOODWORKING GROUP VI.)
=Lesson 31.=
RECITATION--
Name three kinds of stain.
Advantages and disadvantages of water stain?
Advantages and disadvantages of oil stain?
Advantages and disadvantages of spirit stain?
How apply water stain? How thin it?
How apply oil stain? How thin it?
How apply spirit stain? How thin it?
Fumed oak?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 32--
_Essentials_, Section 153.
DEMONSTRATION--
1. Applying design. 2. Outlining. 3. Applying color. 4. Waxing.
WORK--
Continue Group VI.
GRADE VII.
(WOODWORKING GROUP VI.)
=Lesson 32.=
RECITATION--
Is waxing an old or a new finish? How made formerly?
Advantages and disadvantages of a wax finish?
Caution about applying a rapid hardening wax?
Five steps in producing a wax finish?
ASSIGNMENT FOR LESSON 33--
_Essentials_, Review Chapter IV. (Those parts that have been
previously studied.)
DEMONSTRATION--
None.
WORK--
Group VI.
GRADE VII.
(WOODWORKING GROUP VI.)
=Lesson 33.=
RECITATION--
Instructor will give oral test from Chapter IV, _Essentials of
Woodworking_.
ASSIGNMENT FOR LESSON 34--
_Essentials_, Review Chapter V. (Parts that have been previously
studied.)
DEMONSTRATION--
None.
WORK--
Group VI.
GRADE VII.
(WOODWORKING GROUP VI.)
=Lesson 34.=
RECITATION--
Instructor will give oral test from Chapter V, _Essentials of
Woodworking_.
ASSIGNMENT FOR LESSON 35--
_Essentials_, Review Chapters VI, VII. (Parts that have been
previously studied.)
DEMONSTRATION--
None.
WORK--
Group VI.
GRADE VII.
(WOODWORKING GROUP VI.)
=Lesson 35.=
REVIEW--
Instructor will give oral test from Chapters VI, VII (parts only that
have been previously studied in regular work), _Essentials of
Woodworking_.
ASSIGNMENT FOR LESSON 36--
This closes the text work for the year.
DEMONSTRATION--
None.
WORK--
Those finishing projects will assist slower pupils or do necessary
work about the shop. All pupils are to be kept busy at some work until
the last day they come. The last day each class will polish tools.
Lessons 36 and 37. For finishing up woodwork. Boys helping one
another. Cleaning bench tops.
Lesson 38. For cleaning tools. Each class assigned certain tools to
clean. Final class applies vaseline.
CHAPTER VII.
LESSON OUTLINES FOR GRADE VIII.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 1.=
INTRODUCTORY TALK--
The plan of the year’s work.
(Mechanical Drawing 12 weeks--Group 1, Straight Lines; 2, Circles; 3,
Tangents; 4, Planes of Projections; 5, Review; 6, First choice Dado
Group of Woodwork--Working Drawing; 7, First choice Cross-lap Group of
Woodwork--Working Drawing; 8, Second choice Cross-lap or Dado Group of
Woodwork--Working Drawing; 9, Completion of any unfinished drawings
and Making stock bills; 10, Figuring stock bills; 11, Structural
Design; 12, Decorative Design. (Woodwork the rest of the year--Two
Groups, exercises and applications using drawings just made.) (Along
with this, information concerning lumbering, etc.)
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 2--
_Essentials of Woodworking_, Appendix III, Sections 3, 4, and 6.
DEMONSTRATION--
The essential points in making Drawings I. (Group I, _Problems in
Mechanical Drawing_.)
(Copies of the different problems of Group I--One each--should be in
the hands of the pupils that they may refer to them as the
demonstration is being given.)
Border and cutting lines, spacing the views, blocking-out, dimensions,
letters, final lines. Projection and relation of views. Visible and
invisible edges.
WORK--
Each pupil solve his problem, freehand carefully on scratch paper
first, putting on dimensions. Then carefully to full scale with border
and cutting lines but no lettering or dimensions, only sheet number
and pupil’s name.
Rapid workers exchange problems and solve as time allows.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 2.=
RECITATION--
The names and relative positions of the three views most used in
mechanical drawing?
Send a pupil to the blackboard to make three views of a rectangular
block having chamfered edges on one side.
Develop the four principles of projection and relation of views.
Letters and figures, how proportioned? Test pupils at the blackboard.
How does a freehand working drawing differ from a mechanical drawing?
Give fully the order of procedure in making a mechanical drawing.
How do you go about determining the placing and spacing of your
drawing?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 3--
_Essentials_, Appendix III, Sections 2 and 5.
DEMONSTRATION--
The essential points in making Drawing II. (Group II, _Problems in
Mechanical Drawing_.)
Center-lines; circles; cross-sections and cross-hatching; dimensioning
circles.
WORK--
Solution of problems in Group II.
Complete any unfinished problems in I.
Rapids workers exchange problems in Group II and solve as time allows.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 3.=
RECITATION--
The conventions--Scale drawings, why? Figures on the drawing vs. the
size of the object?
Seven kinds of lines--their meanings and how made?
When figures cannot be placed between the arrows, what?
What part of a mechanical drawing is to be made freehand?
A broken view? Why used?
Section drawing? Cross-hatching?
Hexagon, octagon, ellipse; how made?
ASSIGNMENT FOR LESSON 4--
Essentials, Review Sections 34 and 36.
DEMONSTRATION--
The essential points in making Drawing III. (Group III, _Problems in
Mechanical Drawing_.)
Tangents--Locating centers of arcs and points of tangency.
WORK--
Solution of problems in Group III.
Complete any unfinished problems in previous groups.
Rapid workers exchange problems in Group III.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 4.=
RECITATION--
The steps in squaring rough stock to dimensions?
The steps when the stock is mill-planed on two surfaces?
A true surface? Selection of first surface? When several parts are to
be fitted?
Preliminary tests before beginning to plane?
Planing--Many or few shavings? Roughened grain? Planes used?
Protecting the cutting edge?
Position of the body? Long or short strokes? Starting and stopping the
stroke? Feathering the shaving?
Testing broad surfaces with a straightedge?
Testing narrow surfaces with winding-sticks?
Explain precisely how to proceed in removing wind.
ASSIGNMENT FOR LESSON 5--
_Essentials_, Review Sections 27, 28, 29, 30, 31, 32.
DEMONSTRATION--
The essential points in making Drawing IV. (Group IV, _Problems in
Mechanical Drawing_.)
Planes of projection. Number and prove the solutions.
WORK--
Solution of problems in Group IV.
Complete any unfinished problems in previous groups.
Rapid workers exchange problems in Group IV.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 5.=
RECITATION--
Face side, face edge? Why? How marked?
Planing first edge? Choice? Two preliminary tests?
How place plane to remove high arris? Planes used? Tests?
Finishing second edge? What determines amount to be removed?
Tests?
Finishing second side? Gaging? Testing?
Planing first end? Tests? Caution about length?
Finishing second end? What limits amount to be planed? Tests?
ASSIGNMENT FOR LESSON 6--
_Essentials_, Sections 46, 47.
DEMONSTRATION--
Numbering and lettering the points in the two views of the test
problems preparatory to their solution.
WORK--
Complete unfinished “Problems.”
Solve test Problems.
Rapid workers may begin drawings for Woodwork Group VII.
GRADE VIII.
(Mechanical Drawing)
=Lesson 6.=
RECITATION--
Two classes of chisels? Their uses?
Four parts to each class?
Three parts to a mallet? The rule in selecting a pounding tool?
The size of a chisel indicated how?
Caution about holding chisel?
Explain fully the cutting action of a chisel. How it wedges, how this
is overcome?
Explain fully horizontal paring.
ASSIGNMENT FOR LESSON 7--
_Essentials_, Sections 48, 49, 50, 51.
The essential points in making the working drawings for Woodwork Group
VII.
WORK--
Make a drawing from Woodwork Group VII.
Rapid workers make drawing of second choice Woodwork Group VII.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 7.=
RECITATION--
Vertical paring? How? Position of hands? Amount to be cut at each
stroke? Position of worker relative to the line to be cut?
Oblique and curved line paring? Direction of the cut with reference to
the grain?
Paring chamfers? Paring along the grain? Across the grain?
Firmer gouge? Bevel inside or outside? How is its size determined?
Position of the hands in roughing out? In finishing stroke? How
produce shearing cut?
ASSIGNMENT FOR LESSON 8--
_Essentials_, Review Sections 52, 53, 54, 55, 56, 57.
DEMONSTRATION--
The essential points in making working drawings for Woodwork Group
VIII.
WORK--
Complete unfinished drawings of Group VII.
Make a drawing from Woodwork Group VIII.
Rapid workers make another selection from Group VIII.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 8.=
RECITATION--
Why grind tools?
How much angle? How determined?
Why move the tool across the stone?
The effect of frequent change of angle?
In which directions should the stone turn with reference to the tool?
Why?
Why use water on a stone?
Two kinds of oilstone?
Advantages of coarse and of fine?
Advantages of manufactured stones?
Why use oil on stones?
How avoid wearing stone uneven? How level an uneven stone?
Explain fully steps in whetting plane-iron or chisel.
Holding tool? Angle in whetting as compared to angle in grinding? How
get tool at correct angle? The movement? Wire edge? How removed? If a
still keener edge is desired?
How is a gouge whetted?
Explain fully how to tell when a tool is sharp.
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 9--
_Essentials_, Read Sections 62, 63.
DEMONSTRATION--
Sharpening scraper.
WORK--
Complete any unfinished drawings.
Make other selections in either Groups VII or VIII.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 9.=
RECITATION--
Order of procedure in laying out duplicate parts?
Advantages of this method over that of laying out each part singly?
Illustrate?
Why use a scraper? Common mistake of beginners about mill-planed
stock?
Position of the hands in scraping?
The steps in sharpening a scraper?
ASSIGNMENT FOR LESSON 10--
_Essentials_, Sections 76, 77.
DEMONSTRATION--
The essential points in making stock bills.
WORK--
Finish any unfinished drawings and make out stock bills for working
drawings made.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 10.=
RECITATION--
Joinery? What is meant by the term?
Illustrate how direction of grain affects the planning of the relation
of the parts.
Why join faces together rather than other surfaces?
What about consecutive measurements? Gaging, lining, etc.?
What is meant by superposition?
In fitting parts together how tell where the different parts belong?
What is visualizing? How may one make it easier to visualize?
Knife vs. pencil in laying out?
Sawing joints in hard wood? In soft wood?
ASSIGNMENT FOR LESSON 11--
_Essentials_, Review Sections 14, 64.
DEMONSTRATION--
The essential points in figuring costs from stock bills made in last
lesson.
WORK--
Finish any unfinished stock bills and figure costs.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 11.=
RECITATION--
Back-saw? Purpose? Crosscut-saw or rip-saw? Set?
Explain fully how to hold, start, cut, stop cutting across the grain.
Explain fully when cutting along the grain. (Cutting tenons.)
Accurate sawing to a line? Explain?
How saw when paring is to be done?
Sandpapering, when? Why?
Sandpaper block? Its purpose? Size as compared to paper?
Sanding arrises? When? How?
Sanding curved surfaces?
Sanding parts that go to make up joints? Why not?
Numbers on the back of sandpaper sheet?
ASSIGNMENT FOR LESSON 12--
_Essentials_, Sections 58, 61.
DEMONSTRATION--
The essential points in structural and decorative design of some
project involving groove or cross-lap joint or both, elected by the
class, (book-rack, etc.) or assigned by instructor.
WORK--
Each boy make at least three modifications in outline and decoration
of project elected by class, or assigned by instructor.
Rapid workers will finish any unfinished work.
GRADE VIII.
(MECHANICAL DRAWING)
=Lesson 12.=
RECITATION--
Explain fully the manner of laying out and working a cylinder.
How does a carpenter lay out a cylinder with the steel square?
What is meant by modeling in woodwork?
State the steps in laying out and working a hammer-handle.
ASSIGNMENT FOR LESSON 13--
_Essentials_, Review Sections 71, 72.
DEMONSTRATION--
None.
WORK--
Finish any unfinished work.
Rapid workers make a full sized pattern of designed part and fill in
decorative design.
Make a dimensioned working drawing of the project designed last
lesson.
Make out stock bill for the same and figure estimate of cost on the
reverse side.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 13.=
RECITATION--
Screws--How made and sold?
How is the size designated?
How are blued screws made? What are the two kinds of screws?
How are the wood parts prepared for wood-screws? In soft wood? In hard
wood?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 14--
_Essentials_, Read Sections 78, 79.
DEMONSTRATION--
The essential points in making Dado Exercise.
WORK--
All pupils square up exercise piece and begin making the joints.
NOTE:--No definite size is required for exercise piece but it must be
square and true.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 14.=
RECITATION--
Dado? What is this joint used for? Grooves?
Develop fully the steps taken in making the dado.
Develop fully the steps taken in making the stub tenon and mortise.
ASSIGNMENT FOR LESSON 15--
_Essentials_, Sections 73, 74, 75.
DEMONSTRATION--
Talk on getting out stock. Look over small pieces first.
Use narrowest boards that will do; 12″ boards are scarce; keep them
for taboret tops, never use them for legs.
Use try-square and straight-edge and saw to the lines carefully
ripping first then crosscutting to the ripped part only. Leave on the
board all but just what you need. Use your stock bill. If others are
waiting for stock, saw only one piece and work on that while they are
getting a piece. Watch your thicknesses. Never discard a piece that
has been partly worked, without permission. Bevels or chamfers are
made after joints. Mill-marks must come off before parts to joints are
fitted; why?
WORK--
Finish the exercise pieces, leave them on instructor’s desk to be
graded and begin on Group VII--first choice.
Instructor will want to see the pieces after the various steps.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 15.=
RECITATION--
Glue? Of what and how made?
Glue-pots? Describe. Why two pots?
How prepare glue for use? Why soak it?
How apply the glue? Thick or thin? Why warm the wood?
Cold glues? Advantages and disadvantages? Why do they thicken and how
thinned? In cold weather?
Clamps? Why used? Two kinds?
Names of four parts to hand clamp? How adjust?
How could a good substitute be made for cabinet clamp?
Why glue size end grain? What is glue size?
Rubbed glue joint is how made?
ASSIGNMENT FOR LESSON 16--
_Essentials_, Sections 147, 148.
DEMONSTRATION--
None.
WORK--
Continue with Group VII Woodwork.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 16.=
RECITATION--
Two reasons for putting finish on wood?
Six kinds of materials used?
Brushes? Of what made?
Dusters? The edges of tracing brushes?
Cleaning shellac brushes? Varnish brushes?
Care of brushes from day to day?
The best alcohol or shellac cans? Cans for delicate woods?
Cleaning wire?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 17--
_Essentials_, Section 149.
DEMONSTRATION--
The essential points in using brush. Section 149.
(That no point may be omitted have one boy with open book enumerate
the steps, Section 149.)
WORK--
Continue Group VII, Woodwork.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 17.=
RECITATION--
State the seven steps in using a brush.
Feathering strokes? What? How taken?
Edges or surfaces first? Working out over edges?
Picking up surplus liquid?
What is the order in working finish on internal corner, panels,
stiles, rails?
Horizontal or vertical position preferred?
Tracing? What?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 18--
_Essentials_, Sections 150, 151.
DEMONSTRATION--
The essential points in applying filler.
WORK--
Continue Group VII, Woodwork.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 18.=
RECITATION--
Fillers? Two kinds and their uses?
Are fillers absolutely necessary? Explain.
Liquid filler? How applied and where used mostly?
Why is shellac used on close grained woods in fine cabinet work for
first coat instead of filler or varnish?
Paste filler? Of what made? The cause of contrasts in the grain of
filled wood?
Four steps in filling a coarse grained surface?
How long ought filler to stand before applying other coatings?
Caution about excelsior and rags used in filling?
ASSIGNMENT FOR LESSON 19--
_Essentials_, Review Sections 152, 153.
DEMONSTRATION--
None.
WORK--
Continue Group VII, Woodwork applying finish as needed.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 19.=
RECITATION--
Three kinds of stains?
Advantages and disadvantages of water stain?
Advantages and disadvantages of oil stain?
Advantages and disadvantages of spirit stain?
How is water stain applied? How thinned?
How is oil stain applied? How thinned?
How is spirit stain applied? How thinned?
Fumed oak? What is it and how obtained?
Is waxing an old or new finish? How made by our ancestors?
Advantages and disadvantages of wax finishes?
State five steps in applying a waxed finish.
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 20--
_Essentials_, Sections 154, 155, 156.
DEMONSTRATION--
The essential points in shellacing preparatory to waxing.
The order in producing a waxed finish with and without shellac; with
and without water stain.
WORK--
Continue Group VII.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 20.=
RECITATION--
The two kinds of varnish?
Why do varnishes vary in price?
What are rubbing varnishes?
Necessary conditions for good varnishing? Why these conditions?
Shellac? Where found? What is it? How prepared?
Two kinds of shellac?
White shellac, how made and where used especially?
Orange shellac, advantages and disadvantages?
Caution about applying shellac?
Why is shellac sometimes used before varnish and wax?
Describe method of producing egg-shell gloss shellac finish.
ASSIGNMENT FOR LESSON 21--
Essentials, Section 113. Instructor explain the mounted specimens of
wood illustrating tree structure.
DEMONSTRATION--
None.
WORK--
Continue Group VII.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 21.=
RECITATION--
Tree structure? A tree is cut in three directions for study, what are
they? How does each section lie?
If a young sprout should be cut across what three layers of tissue?
If tissue is magnified how would it appear to be composed?
If the end of a log is examined how will it have changed from that of
the sprout?
Name six divisions of tissue of the log beginning at the center.
What makes the rings and why are some light and some dark?
Is a year’s growth composed of the dark or the light rings or both?
Why are the centers of the rings sometimes out of the log’s center?
General divisions of tissue are Pith, Wood, Bark.
How is heart-wood formed? Its purpose?
How is sap-wood formed? Its purpose?
Where does the actual growing take place?
What layers of tissue are on either side of the cambium?
What is the inner side of the bark called?
What is cortex?
Medullary rays? Of what composed? Purpose?
What makes grain in sawed lumber?
Knots?
ASSIGNMENT FOR LESSON 22--
_Essentials_, Section 114.
DEMONSTRATION--
None.
WORK--
Continue Group VII.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 22.=
RECITATION--
What is the life blood of a tree called?
Beginning with the tree in early spring, explain the movement or lack
of movement of the sap.
The effect upon the tree of the sap’s movement in the spring?
What part do the leaves perform in the digestive process?
Chlorophyll? Assimilation?
The sap circulation from mid-summer to the end of summer?
Effect upon the leaves?
What becomes of the descending sap?
Does the upward movement of the sap and the downward movement of the
changed sap take place at the same time?
Do the leaves drop because the sap descends or does the sap descend
because the leaves drop off?
ASSIGNMENT FOR LESSON 23--
_Essentials_, Sections 115, 116, 117. Instructor explain mounted
specimens illustrating shrinkage.
DEMONSTRATION--
None.
WORK--
Continue Group VII.
Pupils, finishing projects in Group VII now, may get out stock and
begin squaring it up for Group VIII.
GRADE VIII.
(WOODWORKING GROUP VII.)
=Lesson 23.=
RECITATION--
Respiration is another name for breathing. How does it apply to
plants?
Animals breath in oxygen and breath out carbonic acid gas.
How about plants?
Carbonic acid gas is poisonous. Is it harmful to have plants in the
house? Explain.
How do trees breathe?
Transpiration? What is it and where and why does it take place?
What per cent. of living cell is water? Where is the water contained?
Which has more water sap-wood or heart-wood?
Which is stronger green or seasoned wood?
Shrinkage? What makes a plank cut from a tree shrink?
Could a plank shrink without having water in the interior of the
cells?
Explain why a plank shrinks across the grain but not along as the eye
can see.
Two reasons a log shrinks more along the rings than along the radii.
The effect of this greater shrinkage along the rings?
Which shrinks more, sap-wood or heart-wood? Effect on a plain sawed
board? (On a quarter-sawed board?)
Which shrinks more soft or hard wood?
ASSIGNMENT FOR LESSON 24--
_Essentials_, Sections 118, 119, 120. Instructor explain mounted
specimens illustrating grain formations--straight, curled, bird’s eye.
DEMONSTRATION--
None.
WORK--
Continue Group VII.
Pupils, finishing projects in Group VII now, may get out stock and
begin squaring it up for Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 24.=
RECITATION--
What is the weight or specific gravity of wood? Oak or pine?
Why does wood float then?
Upon what two things does the weight of any given piece of wood
depend? Does it ever vary? Why?
Why are some kinds of wood heavier than others similarly seasoned?
Is a heavy piece stronger than a light piece of the same size?
What is meant by strength, elasticity, hardness, toughness,
cleavability?
What is meant by straight grain? Cross-grained? Twisted?
Causes?
What makes bird’s eyes in some woods?
PREPARATION FOR DEMONSTRATION; ASSIGNMENT FOR LESSON 25--
_Essentials_, Sections 80, 81, 82.
DEMONSTRATION--
Recall steps in squaring up rough stock, use of winding sticks and
other tests.
The essential points in laying out and working cross-lap joint by
first method.
WORK--
All pupils lay aside present work and square up stock for, and make,
cross-lap exercise piece.
When joint is completed finish any unfinished work of Group VII, then
begin Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 25.=
RECITATION--
Cross-lap joint? Why plane stock for the two parts in one piece?
What about the face marks in case this is done? Why?
The difference in the two methods given?
State the ten steps in making the joint by the first method.
In the second method how are the grooves and their widths determined?
What about the location of the grooves with reference to the faces?
What about the faces in gaging for depth of groove? Why?
ASSIGNMENT FOR LESSON 26--
_Essentials_, Sections 121, 122 to the bottom of page 130.
DEMONSTRATION--
None.
WORK--
Finish exercise piece and continue as in lesson 24.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 26.=
RECITATION--
Lumbering? Two kinds and their differences?
The camp; selecting trees; felling; trimming; cutting to length?
Skidding?
Transportation of logs to mill?
By cars, splash dam, rafts, river driving.
Milling? Location; log-booms; soaking logs in mill-pond?
Three kinds of saws? Advantages and disadvantages of each?
Timbers, planks, and boards?
ASSIGNMENT FOR LESSON 27--
_Essentials_, Sections 122 continued, 123, 124.
DEMONSTRATION--
None.
WORK--
Continue Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 27.=
RECITATION--
Lumbering? At the mill? The log-slide, inspection, measuring, kicking
logs out of slip on log-deck.
Sawing process in detail? 1. Log placed on carriage and dogged and
slab with a few boards taken off. 2. A half turn and slab and few
boards taken. 3. A quarter turn and nearly all sawed up. 4. Half turn
and all sawed up.
The live rolls? Edgers? Trimmers or jump saws? Butting saws?
Slasher? It is used on slabs. What becomes of slabs?
Quarter-sawing? Why and how?
Why do quarter-sawed boards not warp like plain sawed?
Uses for waste wood? Burners?
ASSIGNMENT FOR LESSON 28--
_Essentials_, Sections 125, 126, 127.
DEMONSTRATION--
None.
WORK--
Continue Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 28.=
RECITATION--
How is sawed lumber transported?
Two methods of seasoning? Why and how stick lumber?
Air seasoning? Time required? Depends upon what?
Kiln drying? Why? Temperature of kiln?
How do soft and hard woods differ as to methods of seasoning? Time
required for each?
Checks in hard wood? Why? How prevented?
Case hardening? Why? How prevented?
Clear lumber? Dressed lumber? Abbreviation for dressed lumber?
How is lumber computed and sold? Shingles, lath, and moldings?
How would you specify lumber in an order?
ASSIGNMENT FOR LESSON 29--
_Essentials_, Review Appendix III, Sections 2, 3, 4, 5, 6, and
Sections 26, 27, 28, 29, 30, 31, 32, 34.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 29.=
REVIEW--
Instructor will place six questions on the blackboard, selected from
Assignment for this Lesson.
Pupils will write the answers to five of these, making complete
statements in each case so that the instructor will know what is being
discussed without referring to the question list. Instructor will
insist upon full sentences--subject and predicate--that the pupil may
not form bad habits in his English. Have uniform headings. Insist on
neatness.
ASSIGNMENT FOR LESSON 30--
_Essentials_, Review Sections 46, 47, 48, 49, 50, 51, 52, 53, 54, 55,
56, 57, 62, 63.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 30.=
REVIEW--
Instructor will place six questions on the blackboard, selected from
Assignment for this Lesson.
ASSIGNMENT FOR LESSON 31--
_Essentials_, Review Sections 76, 77, 14, 64, 58, 61, 71, 72.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 31.=
REVIEW--
Instructor will place six questions on the blackboard, selected from
Assignment for this Lesson.
ASSIGNMENT FOR LESSON 32--
_Essentials_, Review Sections 78, 79, 73, 74, 75, 147, 148, 149.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 32.=
REVIEW--
Instructor will give each pupil one question, for oral answer,
selected from Assignment for this Lesson.
ASSIGNMENT FOR LESSON 33--
_Essentials_, Review Sections 150, 151, 152, 153, 154, 155, 156, 113.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 33.=
REVIEW--
Instructor will give each pupil one question for oral answer, selected
from Assignment for this Lesson.
ASSIGNMENT FOR LESSON 34--
_Essentials_, Review Sections 113, 114, 115, 116, 117, 118, 119, 120,
80, 81, 82.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 34.=
REVIEW--
Oral test from Assignment for this Lesson.
ASSIGNMENT FOR LESSON 35--
_Essentials_, Review Sections 121, 122, 123, 124, 125, 126, 127.
DEMONSTRATION--
None.
WORK--
Group VIII.
GRADE VIII.
(WOODWORKING GROUP VIII.)
=Lesson 35.=
REVIEW--
Oral test from Assignment for this Lesson.
ASSIGNMENT FOR LESSON 36--
This closes the text work for the year.
DEMONSTRATION--
None.
WORK--
Those finishing projects will assist slower pupils or do any necessary
work about the shop such as making bench-hooks, scraping bench tops,
etc. All pupils are to be kept busy at some work until the last day.
The last week, each class will polish tools.
CHAPTER VIII.
LESSON OUTLINES FOR GRADE IX.
From the detailed outlines of the grammar school the high school
instructor will be enabled to detail his lessons to suit his time
allotment and periods of work.
GROUP IX.
FIRST WEEK:
Review “Squaring up of Stock.” Rough and mill-planed. _Essentials of
Woodworking_, Chapter III.
Square up stock for joint exercises.
Demonstrate mortise and tenon, keyed. _Essentials_, Sections 87, 88,
89, 90, 91.
Pupils make mortise and tenon, keyed.
Recitation on same.
SECOND WEEK:
Square up stock for exercise in mortise and tenon, blind, and miter
joint.
Demonstrate mortise and tenon, blind. _Essentials_, Sections 92, 93,
94, 95, 96, 97, 98.
Pupils make mortise and tenon, blind, and miter joint.
Recitation.
THIRD WEEK:
Prepare stock for modeling exercise.
Demonstrate modeling--hammer-handle. _Essentials_, Section 61.
Pupils make hammer-handle.
Recitation.
FOURTH WEEK:
Saw stock for glue joint. (Consult working drawings.)
Demonstration of glue joint. _Essentials_, Sections 83, 84, 85, 86.
Pupils make glue joints.
Recitation.
FIFTH WEEK:
Review getting out stock in quantity.
Demonstrate use of Band-saw.
Pupils get out stock for projects.
Recitation.
SIXTH WEEK:
Review “Laying out and Working Duplicate Parts.” _Essentials_,
Sections 62, 77.
Demonstrate Laying out and Working Duplicate Parts.
Pupils proceed as their work allows.
Recitation.
SEVENTH WEEK:
Demonstrate use of Jig-saw.
Pupils use Jig-saw as their work necessitates.
Recitation.
EIGHTH WEEK:
Demonstrate clamping framed structures.
Pupils clamp as their work allows.
Recitation.
NINTH WEEK:
Preparation for “Finishing.” _Essentials_, Review Sections 147, 148,
149, 150, 151.
Demonstrate Preparation of surfaces for finish.
Recitation.
TENTH WEEK:
Demonstration of application first coats. _Essentials_, Sections 154,
155, 156, 157, 158.
Pupils apply finish as work allows.
Recitation.
ELEVENTH WEEK:
Demonstrate other finishing coats. _Essentials_, Section 159.
Pupils proceed as work allows.
Recitation.
TWELFTH WEEK:
Demonstrate patching. _Essentials_, Section 160.
Recitation.
THIRTEENTH WEEK:
Study of Woods. _Essentials_, Sections 128, 129.
Recitation.
FOURTEENTH WEEK:
Study of Woods. _Essentials_, Sections 130, 131, 132.
Recitation.
FIFTEENTH WEEK:
Study of Woods. _Essentials_, Sections 133, 134, 135, 136.
Recitation.
SIXTEENTH WEEK:
Study of Woods. _Essentials_, Sections 137, 138, 139, 140, 141.
Recitation.
SEVENTEENTH WEEK:
Study of Woods. _Essentials_, Sections 142, 143, 144, 145, 146.
Recitation.
EIGHTEENTH WEEK:
Finish up.
PART III.
WORKING DRAWINGS.
PROJECTS FOR BEGINNING WOODWORK AND MECHANICAL DRAWING.
LIST OF PLATES.
GROUP I.
1. Cutting board.
GROUP II.
2. Counting board.
3. Coat and Hat rack.
4. Key-rack.
GROUP III.
5. Ringtoss.
6. Spool holder.
7. Game board.
8. Laundry register.
GROUP IV.
9. Sleeve board.
10. Bread board.
11. Cake board.
12. Scouring board.
13. Coat hanger.
GROUP V.
14. Nail box.
15. Knife polishing box.
16. Knife and fork box.
17. Bird house.
18. Broom holder.
19. Bench-hook.
GROUP VI.
20. Teapot blocks.
21. Thermometer back.
22. Calendar mount.
23. Card holder.
24. Bill file.
25. Handkerchief box.
26. Glove box.
GROUP VII.
27. Groove joint.
28. Book-rack.
29. Necktie rack.
30. Magazine rack.
31. Footstool.
32. Paper or magazine wall rack.
33. Wall shelf.
34. Table or desk shelves.
35. Taboret.
36. Stool.
GROUP VIII.
37. Cross-lap joint.
38. Book trough.
39. Electric cluster.
40. Electric table or desk light.
41. Calendar mount or memo board.
42. Hall rack or mirror frame.
43. Picture-frame.
44. Taboret.
45. China wall rack.
46. Pedestal.
SUPPLEMENTARY.
47. Suggestive treatments for stool.
48. Suggestive treatments for necktie rack.
49. Suggestive treatments for book-rack.
50. Introductory sheet, Drawing.
51. Geometric sheet, Drawing.
[Illustration: GROUP I.
PLATE 1.]
CUTTING BOARD
[Illustration: GROUP II.
PLATE 2.]
COUNTING BOARD
THRU BORE ³⁄₈″ HOLES AT +
FROM ³⁄₈″ DOWEL STOCK SAW 3 PIECES EACH 1¹⁄₄″ LONG
POINT THE ENDS ¹⁄₁₆″ EACH
[Illustration: GROUP II.
PLATE 3.]
COAT AND HAT RACK
³⁄₁₆″ HOLES FOR SCREWS AT ×
2¹⁄₂″ WIRE COAT HOOKS AT +
[Illustration: GROUP II.
PLATE 4.]
KEY RACK
³⁄₁₆″ HOLES FOR SCREWS AT ×
³⁄₄″ BRASS CUP HOOKS AT +
[Illustration: GROUP III.
PLATE 5.]
RING TOSS
[Illustration: GROUP III.
PLATE 6.]
GAME BOARD
FROM ³⁄₈″ DOWEL STOCK MAKE 32 PEGS
POINT ENDS ¹⁄₁₆″ EACH
SOLITAIRE--PLACE ALL PEGS IN THE BOARD--JUMP PEGS ONE OVER ANOTHER
ALONG STRAIGHT LINES, HORIZONTALLY, VERTICALLY OR DIAGONALLY--PLAN THE
PLAYS SO THAT THE FINAL PEG TO BE REMOVED WILL LAND JUMPER IN CENTRAL
HOLE.
[Illustration: GROUP III.
PLATE 7.]
SPOOL HOLDER
POINT TOP OF EACH DOWEL ¹⁄₁₆
[Illustration: GROUP III.
PLATE 8.]
LAUNDRY REGISTER
AT EACH + BORE A ³⁄₁₆″ HOLE ¹⁄₆″ DEEP
FROM ³⁄₁₆″ DOWEL STOCK SAW 10 PEGS 1″ LONG POINT THE ENDS ¹⁄₁₆″
SHIRTS
COLLARS
CUFFS
U-SHIRTS
DRAWERS
HANDK’FS
SOCKS
UNION-S’T
PAJAMAS
EXTRAE166
[Illustration: GROUP IV.
PLATE 9.]
SLEEVE BOARD
SECTION AT A-B
[Illustration: GROUP IV.
PLATE 10.]
BREAD BOARD
SECTION AT A-B
[Illustration: GROUP IV.
PLATE 11.]
CAKE BOARD OR CROCK COVER
SECTION AT A-B
[Illustration: GROUP IV.
PLATE 12.]
SCOURING BOARD
CROSS SECTION AT C-D
TO LOCATE F¹ AND F²
1. LOCATE POINT “D”.
2. TAKE “R” = “O-B” AND
DRAW. F¹E + EF² = AB
[Illustration: GROUP IV.
PLATE 13.]
COAT HANGER
SECTION AT A-B
SWEEP ARCS = 16⁷⁄₈″ AND 27¹⁄₈″
[Illustration: GROUP V.
PLATE 14.]
NAIL BOX
[Illustration: GROUP V.
PLATE 15.]
KNIFE POLISHING BOX
[Illustration: GROUP V.
PLATE 16.]
KNIFE AND FORK BOX
[Illustration: GROUP V.
PLATE 17.]
BIRD HOUSE
[Illustration: GROUP V.
PLATE 18.]
BROOM HOLDER
[Illustration: GROUP V.
PLATE 19.]
BENCH HOOK
RIGHT AND LEFT HAND
[Illustration: GROUP VI.
PLATE 20.]
TEAPOT BLOCKS (BLANK MODEL--TO BE MODIFIED)
SUGGESTIONS
STOCK-³⁄₄″ THICK
[Illustration: GROUP VI.
PLATE 21.]
THERMOMETER BACK (BLANK MODEL--TO BE MODIFIED)
[Illustration: GROUP VI.
PLATE 22.]
CALENDAR MOUNT (BLANK MODEL--TO BE MODIFIED)
DESIGNED BY GORDON KELLAR
[Illustration: GROUP VI.
PLATE 23.]
CARD HOLDER (BLANK MODEL--TO BE MODIFIED)
SUGGESTIONS
[Illustration: GROUP VI.
PLATE 24.]
BILL FILE (BLANK MODEL--TO BE MODIFIED)
30^d WIRE BOX NAIL
GLUE
[Illustration: GROUP VI.
PLATE 25.]
HANDKERCHIEF BOX (BLANK MODEL--TO BE MODIFIED)
MODIFIED EDGES
TOP-BOTTOM TOP-BOTTOM TOP
[Illustration: GROUP VI.
PLATE 26.]
GLOVE BOX (BLANK MODEL--TO BE MODIFIED)
MODIFIED EDGES
TOP-BOTTOM
TOP-BOTTOM
TOP
TOP-BOTTOM
[Illustration: GROUP VII.
PLATE 27.]
GROOVE JOINT (PREPARATORY TO GROUP VII)
GAGE SETTING
GAGE SETTING
SAW HERE
DADO JOINT
GAGE SETTING
[Illustration: GROUP VII.
PLATE 28.]
BOOK RACK
ENDS HOUSED INTO BASE ¹⁄₄″
TO SCREW
[Illustration: GROUP VII.
PLATE 29.]
NECKTIE RACK
[Illustration: GROUP VII.
PLATE 30.]
MAGAZINE RACK
ENDS HOUSED IN BASE
[Illustration: GROUP VII.
PLATE 31.]
FOOT STOOL
[Illustration: GROUP VII.
PLATE 32.]
PAPER OR MAGAZINE WALL RACK
DETAIL OF SHELF
[Illustration: GROUP VII.
PLATE 33.]
WALL SHELF
[Illustration: GROUP VII.
PLATE 34.]
TABLE OR DESK SHELVES
[Illustration: GROUP VII.
PLATE 35.]
TABORET
[Illustration: GROUP VII.
PLATE 36.]
STOOL
[Illustration: GROUP VIII.
PLATE 37.]
CROSS-LAP JOINT (PREPARATORY TO GROUP VIII)
GAGE SETTING
SAW KERF
GAGE SETTING
[Illustration: GROUP VIII.
PLATE 38.]
BOOK TROUGH
[Illustration: GROUP VIII.
PLATE 39.]
WOODWORK FOR ELECTRIC CLUSTER
CEILING BLOCK
[Illustration: GROUP VIII.
PLATE 40.]
ELECTRIC TABLE OR DESK LIGHT
[Illustration: GROUP VIII.
PLATE 41.]
CALENDAR MOUNT OR MEMO BOARD
[Illustration: GROUP VIII.
PLATE 42.]
HALL RACK OR MIRROR FRAME
10 × 18 MIRROR OR POSTER PICTURE
¹⁄₄ STOCK FOR BACKING
HOOKS AT × FOR HALL RACK
[Illustration: GROUP VIII.
PLATE 43.]
PICTURE FRAME
PERRY PICTURES # 756 AND 757 SUGGESTED
[Illustration: GROUP VIII.
PLATE 44.]
TABORET
[Illustration: GROUP VIII.
PLATE 45.]
CHINA WALL RACK
[Illustration: GROUP VIII.
PLATE 46.]
PEDESTAL
[Illustration: SUPPLEMENTARY.
PLATE 47.]
SUGGESTIVE TREATMENTS FOR STOOL
[Illustration: SUPPLEMENTARY.
PLATE 48.]
SUGGESTIVE TREATMENTS FOR NECKTIE RACK
HOUSED JOINT
DADO JOINT
[Illustration: SUPPLEMENTARY.
PLATE 49.]
SUGGESTIVE TREATMENTS FOR BOOK RACK
HOUSED JOINT
DESIGN BY CLEVELAND ELEMENTARY IND. SCHOOL.
DADO
DADO
[Illustration: INTRODUCTORY SHEET, DRAWING.
PLATE 50.]
ABCDEFGHIJKLMN
OPQRSTUVWXYZ
123456789
90° 30° 60° 45°
ABC
0123
ABC
0123
[Illustration: GEOMETRIC SHEET, DRAWING.
PLATE 51.]
HEXAGON
SIX-POINT STAR
OCTAGON
ELLIPSE
ADVANCED PROJECTS IN WOODWORK.
LIST OF PLATES.
GROUP IX.
1. Exercises--Keyed tenon; Blind Mortise-and-tenon.
2. Exercises--Miter joint; Glue joint.
3. Exercises--Modeling, Hammer handles.
4. Necktie Rack.
5. Foot Stool.
6. Book Rack.
7. Upholstered Stool.
8. Leg Rest.
9. Cricket.
10. Wall Shelves.
11. Stool (square).
12. Taboret (octagonal top)
13. Taboret (round top).
14. Small Table.
15. Taboret (oblong top).
16. Piano Bench.
17. Piano Bench.
18. Book Stand.
19. Umbrella Stand.
20. Umbrella Stand.
21. Jardiniere Stand.
22. Magazine Stand.
23. Roman Seat.
24. Light Stand.
25. Stool (square).
26. Book Trough.
27. Screen.
28. Tea Table.
29. Hall Rack.
30. Wall China Rack.
31. Side Chair.
32. Arm Chair.
33. Morris Chair.
34. Electric Reading Lamp.
35. Pedestal.
36. Occasional Rocker.
37. Mission Chair.
38. Drop Leaf Table.
GROUP X.
39. Exercises--Mortise-and-tenon; Rabbeted, Grooved.
40. Exercises--Thru Multiple Dovetail; Half blind Dovetail.
41. Waste Paper Box.
42. Wall Cabinet.
43. Telephone Table.
44. Sewing Cabinet.
45. Writing Table.
46. Chafing Dish Stand.
47. Cabinet.
48. Library Table.
49. Writing Desk.
50. Dressing Table.
51. Linen Chest.
[Illustration: GROUP IX.
PLATE 1.]
_EXERCISE (PREPARATORY TO GROUP IX)_
_KEYED TENON_
_BLIND MORTISE AND TENON_
[Illustration: GROUP IX.
PLATE 2.]
_EXERCISE (PREPARATORY TO GROUP IX)_
_GLUE JOINT-DOWELING_
_MITER JOINT_
[Illustration: GROUP IX.
PLATE 3.]
_EXERCISE PREPARATORY TO GROUP IX (CHOOSE ONE)_
_HANDLE FOR BALL PEEN HAMMER_
_HANDLE FOR CLAW HAMMER_
[Illustration: GROUP IX.
PLATE 4.]
_NECKTIE RACK_
[Illustration: GROUP IX.
PLATE 5.]
_FOOT STOOL_
[Illustration: GROUP IX.
PLATE 6.]
_BOOK RACK_
[Illustration: GROUP IX.
PLATE 7.]
_UPHOLSTERED STOOL_
[Illustration: GROUP IX.
PLATE 8.]
_LEG REST_
[Illustration: GROUP IX.
PLATE 9.]
_CRICKET_
[Illustration: GROUP IX.
PLATE 10.]
_WALL SHELVES_
[Illustration: GROUP IX.
PLATE 11.]
_STOOL_
[Illustration: GROUP IX.
PLATE 12.]
_TABORET_
[Illustration: GROUP IX.
PLATE 13.]
_TABORET_
[Illustration: GROUP IX.
PLATE 14.]
_SMALL TABLE_
[Illustration: GROUP IX.
PLATE 15.]
_TABORET_
[Illustration: GROUP IX.
PLATE 16.]
_PIANO BENCH_
[Illustration: GROUP IX.
PLATE 17.]
_PIANO BENCH_
_DETAIL OF JOINT AT A-B ENLARGED_
[Illustration: GROUP IX.
PLATE 18.]
_BOOK STAND_
_END OF LOWER SHELF_
_END OF MIDDLE SHELVES_
_DETAIL OF JOINT AT A-B_
[Illustration: GROUP IX.
PLATE 19.]
_UMBRELLA STAND_
[Illustration: GROUP IX.
PLATE 20.]
_UMBRELLA STAND_
_COPPER DRIP PAN_
[Illustration: GROUP IX.
PLATE 21.]
_JARDINIERE STAND_
[Illustration: GROUP IX.
PLATE 22.]
_MAGAZINE STAND_
[Illustration: GROUP IX.
PLATE 23.]
_ROMAN SEAT_
[Illustration: PLATE 24.]
_LIGHT STAND_
[Illustration: GROUP IX.
PLATE 25.]
_STOOL_
_DETAIL OF CORNER_
[Illustration: GROUP IX.
PLATE 26.]
_BOOK TROUGH_
_DETAIL OF TROUGH BACK_
[Illustration: GROUP IX.
PLATE 27.]
_SCREEN_
_MIRROR_
[Illustration: GROUP IX.
PLATE 28.]
_TEA TABLE_
[Illustration: GROUP IX.
PLATE 29.]
_HALL RACK_
[Illustration: GROUP IX.
PLATE 30.]
_WALL CHINA RACK_
_DETAIL OF A-B_
[Illustration: GROUP IX.
PLATE 31.]
_SIDE CHAIR_
[Illustration: GROUP IX.
PLATE 32.]
_ARM CHAIR_
[Illustration: GROUP IX.
PLATE 33.]
_MORRIS CHAIR_
[Illustration: GROUP IX.
PLATE 34.]
_ELECTRIC READING LAMP_
_SECTION AT A-B_
[Illustration: GROUP IX.
PLATE 35.]
_PEDESTAL_
_EGG AND DART_
_SECTION AT A-B_
[Illustration: GROUP IX.
PLATE 36.]
_OCCASIONAL ROCKER_
[Illustration: GROUP IX.
PLATE 37.]
_MISSION CHAIR_
[Illustration: GROUP IX.
PLATE 38.]
_DROP LEAF TABLE_
_DETAIL OF JOINT AT A-B_
[Illustration: GROUP X.
PLATE 39.]
_EXERCISE--PREPARATORY TO GROUP X_
_MORTISE and TENON-RABBETED_
_HAUNCHED MORTISE AND TENON-GROOVED_
_SAW KERF_
_SAW KERF_
[Illustration: GROUP X.
PLATE 40.]
_EXERCISE--PREPARATORY TO GROUP X_
_THRU MULTIPLE DOVETAIL_
_HALF-BLIND DOVETAIL_
[Illustration: GROUP X.
PLATE 41.]
_WASTE PAPER BOX_
[Illustration: GROUP X.
PLATE 42.]
_WALL CABINET_
_DETAIL OF SHELF AT A-B_
[Illustration: GROUP X.
PLATE 43.]
_TELEPHONE TABLE_
[Illustration: GROUP X.
PLATE 44.]
_SEWING CABINET_
[Illustration: GROUP X.
PLATE 45.]
_WRITING TABLE_
[Illustration: GROUP X.
PLATE 46.]
_CHAFING DISH STAND_
[Illustration: GROUP X.
PLATE 47.]
_CABINET_
[Illustration: GROUP X.
PLATE 48.]
_LIBRARY TABLE_
[Illustration: GROUP X.
PLATE 49.]
_WRITING DESK_
_COMMERCIAL DESIGN_
[Illustration: GROUP X.
PLATE 50.]
_DRESSING TABLE_
[Illustration: GROUP X.
PLATE 51.]
_LINEN CHEST_
_SECTION AT A-B_
Transcriber’s Notes
Depending on the hard- and software used and their settings, not all
elements may display as intended. Some forms, tables and illustrations
may not display properly in a narrow window or on a narrow screen.
Except as mentioned under Changes made below, the language used in the
source document has been retained, including unusual, archaic and
inconsistent spelling, hyphenation, capitalisation, etc. Errors,
discrepancies and ambiguities in (cost) calculations have not been
corrected unless mentioned below.
Page 78-79, price calculations: The source document gives .00 for the
price of the chisel-board.
Page 110, (Mechanical Drawing 12 weeks ...: there is no closing
bracket in the source document.
Page 211, Plate 24: the Group number is not included in the caption.
Changes made:
Illustrations, forms, tables etc. have been moved out of text
paragraphs.
Some obvious minor punctuation and typographical errors have been
corrected silently. × and x in multiplications and dimensions have
been standardised to ×. In several forms and tables some of the ditto
marks (“) have been replaced with the dittoed text. Some wide forms
and tables have been split.
Part III: project names, project part names and construction
instructions from the drawings have been transcribed for the sake of
clarity and legibility; measurements and descriptions of minor
constructive elements such as screws and nails have only been
transcribed when needed. The most important text elements from the
illustrations in the text chapters have been transcribed as well.
Page 38, caption with Fig. 4: October 1808 changed to October, 1908
Page 128-129, Heading Woodworking Group VIII considered to be part of
heading Grade VIII as on previous pages.
Page 155: STOCK-³⁄₄′ THICK changed to STOCK-³⁄₄″ THICK